The original CIA report:
The original CIA report:
We are living in a time of intellectual fights. As STSers, we sometimes feel like being pushed back into the 1990s, only that the strange debates we had back then on “Science as Practice and Culture” have made it onto the streets and into mainstream media. Sure, we have expressed many times that we love science and love technology and today we join (and even practically and intellectually lead) the “march for science”. But the shortcut “post…” -> “relativism” -> “danger” seems to be still in place. A recent piece on HOW FRENCH “INTELLECTUALS” RUINED THE WEST: POSTMODERNISM AND ITS IMPACT, EXPLAINED argued for that – again. We’ve written about postmodernism many times, even in a 1, 2, 3 set of posts, so there is – intellectually – not a lot to add to that nonsense. But maybe it is time to take that, well, personal again: If that attitude is still a guidance for the modern, for the west, maybe we should have ruined it when we had the chance. Or, if that sounds too offended, why we obviously never had the chance to do so.
With some success, I have been teaching Charles Perrow’s “Normal Accident” concept with “Engineering Disasters.” It is a show on the History Channel, which is itself an offshoot of Modern Marvels). Each show is broken-down into usually four or five vignettes that are essentially “case studies” in engineering accidents and disasters.
These shows can easily be harnessed to walk students through the normal accident concept by analyzing each of the case studies using a worksheet (I could share this with anyone that wants it njr12 at psu.edu) that distills normal accidents into a few component parts. See below. I use Modern Marvels Engineering Disasters 7 in my course and in the image you see the final two cases — Northridge Earthquakes in CA and the Underground Mine Fires in Centralia, PA — and they are cross-referenced with the three criteria that I use from normal accidents, namely,
The students, from what I can gather, enjoy doing this sort of detective work. After four or five case studies, the students typically know how to apply the criteria and, thus, the concept of normal disasters.
This is cool. Click here for a map of science as we know it. Reminds me of a number of topics we have discussed here, namely, digital methods, maps of submarine cables, and cartographic narratives from the past.
The above image is just a snippet of the original, which is only one of numerous maps to help make sense of massive amounts of data at Places & Spaces, Curated by the Cyberinfrastructure for Network Science Center.
CALL FOR PAPERS
Science, Technology, and the Politics of Knowledge in Global Affairs
An Interdisciplinary Graduate Conference at the Buffett Institute for Global Studies
Northwestern University, Evanston IL
March 30-31, 2017
Keynote: Sheila Jasanoff, Harvard Kennedy School
Organizing Committee: Kevin Baker, Savina Balasubramanian, and Omri Tubi
Scientists, state actors, international institutions, and lay activists vie for credibility and legitimacy to both frame and control global issues. Science and technology are routinely cast into a supporting role to bolster their claims. From nuclear energy in the battle against climate change to the politicization of “big data;” from new information technologies in emerging regimes of global surveillance to the use of randomized controlled trials in international development research – scientific and technological expertise operate as instruments of power and authority, which can serve to legitimate or contest new forms of global governance and intervention.
The Buffett Institute’s second annual graduate student conference will investigate expert knowledge in contemporary global affairs, looking at the ways this knowledge is created, invoked, circulated, and contested in the international political arena. We invite graduate students to present work that explores questions such as: How do various international actors attempt to position themselves as credible participants in global politics? Under what conditions does expert knowledge come to be seen as legitimate on the global stage? How and why do global issues become understood as primarily technical, rather than political? In what ways do international actors frame these issues and what must be done about them? How is scientific and technological expertise marshaled or ignored in processes of claims making and action to structure interventions into global “problems?” And, finally, how do these practices organize, sustain, or challenge structures of global inequality and power?
Possible topics include but are not limited to:
We invite graduate students across the humanities and social sciences to submit abstracts of no more than 250 words by December 15, 2016using the submission link on the conference webpage: http://buffett.northwestern.edu/programs/grad-conference/. There will be no deadline extensions. Accepted presenters will be notified by January 5 and papers are due to faculty discussants by March 7. The Buffett Institute will provide hotel accommodations and will subsidize travel costs (fully for US-based graduate students and partially for international students). Please direct all queries to the Graduate Organizing Committee at: firstname.lastname@example.org.
“Hail the maintainers” — a must read.
Innovation is overrated. “Capitalism excels at innovation but is failing at maintenance, and for most lives it is maintenance that matters more.”
* Image from original post: Workers at the Blue Plains Waste Water Treatment Plant, Washington DC.Robert Madden/National Geographic Creative
While teaching STS, I was recently talking to my students about what constitutes an “internet attack.” The students arrived with clear examples in mind (and in hand, which was part of the assignment). The answers were primarily in the form of human-based hacking projects, and, as most of you know, they are abound. Giving the timing of the assignment, most of the cases had something to do with hacks against the US, hacks against power production facilities, and financial institutions.
However, one student brought this: Sharks, replete with jokes about Sharknado as evidence of the prowess of the shark. Seeing as how a previous lesson was about ANT, with an emphasis on non-human agents as not-to-be-ignored agents in understanding social order, broadly speaking, this was a sign that at least one student “really got it.”
Another student brought in this: an eagle hitting a drone, hard.
Not a few days pass, and the blog’s oldest friend, dmf, sends me to a great website, half-serious, half-satire, CyberSquirrel1. The site is a terrific description of how our critical infrastructure is seemingly the most danger from other nation-states; however, the empirical materials do not seem to suss-out such an explanation; in fact, squirrels and other non-humans are responsible for more “attacks” than anyone else.
Makes for a great lesson if you want to find a fresh new way to bring infrastructure and the agentic role of nonhumans into the classroom in a way that is, to my mind, far better to the early discussions that Latour made about stop signs or door hinges.
Latour on Paris Attacks:
What is so discouraging about the terrorist acts is that our discussion of what motivated the operations is as insane as the acts themselves. With each attack of this nature, we restage the grand war drama, the nation in peril and the protector-state purporting to rise up against barbarity. This is what states do, we say: we should have a basic expectation of security, and the state should have the means to provide it. End of story.
But what makes the current situation so much more dismaying is that the crimes committed on 13 November have occurred within a few days of another event about to take place that involves tragedies of a different kind, ones that will require that we come up with very different answers to wholly different threats that have nothing to do with ISIS/Daech. I am referring, of course, to the World Climate Change Conference in Paris, the COP21, which we are now liable to deem less serious, less urgent than the police response to the bloody escapades of those machinegun-toting lunatics.
4S 2015 Denver is our (Jan-H and I’s) presentation from, unsurprisingly, 4S 2015 (Denver), wherein we reflect on the trends and recurrent themes in our five years of organizing panels around STS, governance, and the state, which we are now calling simply “Social Studies of Politics.” We have a chapter summarizing a bit of this in “Knowing Governance,” but the paywall is steep, steep!
NatureCulture is a new journal that is free on-line, which features articles from landmark STS scholars (Casper Bruun Jensen, Annamarie Mol, Christopher Gad, Marilyn Strathern, etc.), well-known in the networks of the Global North, alongside a fascinating group of STS scholars primarily in Japan (Mohácsi Gergely, Merit Atsuro, Miho Ishii, etc.).
The journal, after a quick perusal, is of high-quality. Rather than dense empirical work, the journal seems to feature relatively complex essays with a tone that shifts between conversational and erudite. Consider a great piece by Christopher Gad on the post pluralist attitude, an obvious nod to a previous work on the topic, another essay-form piece (Gad, C. & C. B. Jensen 2010. ‘On the Consequences of Post-ANT’, Science Technology & Human Values 35: 1, 55–80.).
While I cannot say for sure, the seeds for this project may well have been born from the 2010 4S meeting (held jointly with Japanese Society for Science and Technology Studies) … after all, Casper Bruun Jensen presented a paper title “Techno-animism in Japan: Shinto cosmograms, actor-network theory, and the enabling powers of non-human agencies.”
Pankaj Sekhsaria (doctoral candidate from Maastricht University Science and Technology Studies) will join us for the next month on the blog. You might recall mention of research on jugaad, but Pankaj’s work is so much more than that. If you review the academia.edu page, then you’ll see a substantial amount more about jugaad, including an engaging and well-read newspaper piece about the topic, along with a piece in Current Science, India’s leading science journal, and there is also a chapter is an edited volume that is worth the read. Pankaj is also author of The Last Wave, a novel that is engrossing — I’m learning — and that was well-received on the topic of deforestation and, I think, finding meaning in a world ravened by capitalism’s insufferable appetite.
This is truly a joy to welcome Pankaj to the blog. Please join me in welcoming our guest.
Free 3-day PhD Course: “Criticizing Contemporary Technology: From Drones to Google Glasses and Self-Driving Cars” w/ Prof. Evan Selinger (RIT, USA)
Deadline for sign-up: Monday 20th April to Søren Riis, email@example.com
Relevant dates: 29 June 2015 (day 1), 30 June 2015 (day 2), and 01 July 2015 (day 3).
Background: Prof. Evan Selinger is an Associate Professor of Philosophy and the Media, Arts, Games, Design, Interaction and Community Center (MAGIC) Head of Research Communications, Community, and Ethics at Rochester Institute of Technology. In addition to publishing widely on issues in philosophy of technology in the standard academic sources, he has also written extensively for popular media, including places like The Atlantic, Wired, Slate, The Nation, Salon, and The Wall Street Journal. Starting September 2015, he will spend a sabbatical year as a Senior Fellow at The Future of Privacy Forum. You can find out more by going to Prof. Selinger’s homepage (http://eselinger.org/) and following him on Twitter @EvanSelinger.
Summary: In this 3-day PhD course, Prof. Evan Selinger gives a general introduction to the field of philosophy of technology and dedicates a day of presentations and discussions to three disputed topics: obscurity and privacy, automation and the ethics of outsourcing, and technology and public scholarship. The course is developed for graduated students across different disciplines: humanities, media studies, social sciences, IT and engineering.
If you’re in Denmark, happen to be in Denmark, or are close, write Søren!
Just a quick note that Alexander Stingl has offered to join us this week as we explore ideas related to “decoloniality,” a fresh and growing perspectives about the “other half” of modernity, namely, coloniality, and ways that people might learn to de-link from the colonial matrix of power it is based on.
As I mentioned previously, Alexander played a critical role in getting the topic of decoloniality to the Eastern Sociological Society’s annual meeting (possibly the first time significant time has been devoted to the topic in this venue — so bravo!).
“Decoloniality” is our topic for the week. It is immediately important to note that decoloniality is not the political process of decolonizing previously colonized nations (i.e., decoloniality cannot be reduced process of decolonization); decoloniality is not the academic study of living, thinking, and acting in a decolonized land or producing theoretical models of it (i.e., decoloniality cannot be reduced to academic research in post-colonial studies); decoloniality is also not the equivalent critique of modernity that post-modernity offers either (i.e., decoloniality cannot be reduced to post-modernism because post-modernism was/is a critique of Western modernity from the inside).*
In contrast, coloniality is what Walter Mignolo refers to as the “darker side of modernity;” the idea that modern science, modern capitalism, belief in progress, gargantuan architectural and infrastructural advancements (the brighter side of modernity, one might say) all brought with them a few genuine liabilities such as major justifications for colonialism largely based on selective understandings of Europe’s “advanced place in history” and the advent of scientifically based racial hierarchies. Obviously, this dates as far back as the Renaissance.
Coloniality is a logic. We think and act through it; the logic is undergird. It lasts longer than the colonized peoples of a colonized nation are no longer colonized. It is a logic of many things, many things good and bad, for example, a logic of selective intervention, selective classification, de-personalized knowledge, and so on (this is quite complex, so, to those interested, this list will expand as you read more). The impact is long lasting, as well. When a panel of men determine women’s access to reproductive rights, we can see the logic — not in the outcome, but in the very existence of of such a panel being legitimate in the first place; we might say this is the colonization of reproduction (which is not to say that discussing women’s access to reproductive rights is wrongheaded, it is only to say that the idea of intervening into such matters for women or on behalf of women is perhaps not so legitimate as it may at first glance appear). Likewise, when poor individuals living in cramped urban environs, and the “right answer” is to start a war on poverty and intervene into the lives of people, build a massive public housing infrastructure and then step away from such matters, we might say that this is the colonization of poverty. This sort of coloniality is perhaps the most obvious when indigenous knowledge about the environment and nonhuman inhabitants comes into contact with outside forces like the state, for example, in this herring fishery controversy featuring fish, bears, aboriginal peoples, police at fishing docks, and more (one of the more difficult parts of this case is that the fishing industry is not pressing for fishing rights in these waters off of British Columbia and scientists seem to have heard and support local indigenous knowledge on the need to leave herring alone in these fragile waters). So, this is something of the lasting logic of coloniality as might be apparent even now in our postmodern times, and the pillars of science, the state, modern medicine, and the like help to produce the long-lived “colonial matrix of power” (along with all the distinctions Latour is happy to point out regarding the split between human and nonhuman, man and beast, culture and nature, and so on).
The goal of the decoloniality project (writ large) is to “de-link” from the colonial matrix of power by as many means as are possible, and so far, this has mainly implied decolonial thinking and doing (i.e., epistemology and political praxis, respectively). The goal is to identify “options confronting and delinking from […] the colonial matrix of power” (Mignolo 2011: xxvii).
This week, I (Nicholas Rowland), Stef Fishel, and Mary Mitchell, contributed to a panel session about decoloniality at the Eastern Sociological Society’s annual meeting (in good old New Amsterdam … er. New York). This week, we will be talking about the cases we shared at the conference to give readers a sense of what STS might be able to offer this line of research and research activism which largely comes from the non-Westernized world, the Global South, and academically speaking from the humanities. Also, we are deeply indebted to those who presented in the panel and specifically to Sabrina Weiss and Alexander Stingl for overseeing and organizing the panels!
*As you might note the wikipedia page for decoloniality is marked at the top by a message claiming that it is not balanced and fair by wikipedia’s standards. Given what has been discussed about the colonial matrix of power, this is both a cautionary thought and possibly evidence for the difficulties of de-linking from the colonial matrix of power (especially the critique that the piece is not neutral, with the implied message “it should be neutral,” given that neutral can be used precisely to neutralize political or radical ideas).
Water, water, everywhere, but not a drop to drink …
Earlier this week, Jacob raised the provocative notion that “terrorism expert” was something of an oxymoron drawing attention to how supposed terrorism expert Steve Emerson made some irresponsible public remarks about the concentration of Muslim persons in a number of cities.
But Jacob also shed some light on how the very notion of terrorism does not lend itself to a clean/clear subject to be an expert in because terrorism, on the one hand, has a political dimension that can never really be excised to form a “pure” science (cough) and, on the other hand, terrorism is often in the eye of the beholder (or as Jacob said somewhere, one man’s terrorist is another man’s freedom fighter). It all reminded me of some readings in my Social Problems class about terrorism – during class discussion a student (perhaps unknowingly) raised a really important question: “Hey, Dr. Rowland, does it matter that the author of this piece is not at a University and instead works for the government military complex?” (not a perfect question, obviously, but it lead to a great discussion, and, at times, a heated one). Returning to the crisis of expertise in terrorism: my hunch was that some serious traction might be gained by thinking about how persons in this line of work get said expertise during training – given that, as Jacob noted, certificates in this line of work are a dime a dozen – or what sorts of activities a person can be involved in – journalistic work with terrorists inside prisons, for example – that justify their expert status. On Monday, we were questioning the very possibility of an expert of terror(ism); the supposed experts, whom get a good deal of public and political attention, seem not to be experts in the scientific context that the term typically is used (thus, science is used in name only).
On Wednesday, while Jacob’s terrorism experts are rarely questioned and get tons of public attention, Stef’s climate experts are seemingly always questioned and get little public attention (at least, positive public attention, or they are pigeon-holed as participating in some grand debate about “warming”).
So what makes Jacob’s experts – who reach ecstasy on a daily news show – legitimate experts and Stef’s experts – who cringe at the thought of a daily news show – illegitimate experts?
If Lyotard was right about one thing in “The Postmodern Condition” it was his commentary about scientific expertise, especially about how “old fashioned” scientific expertise was being gradually replaced a parallel somewhat pseudo-scientific enterprise that serviced capital interests (think business scholarship and that ilk) and the state (Jacob’s terrorism experts will do). The net result was a plurality of experts, but what Lyotard did not tease out (he was too busy indicating that this was undermining the grand narrative that Science worked so hard to erect over passing centuries) was that this gradual shift toward a plurality of expertises allowed for a whole new game to be played in public arenas: You could have your cake and eat it too, so to say, you could have your (essentially unquestioned) experts while simultaneously challenging the expert-status of some other expert on the grounds that they claim to be an expert. There is a split; a fissure. This crisis of science, as Jacob pointed out in a comment to Stef’s post anticipates my response: Mertonian norms have failed us under precisely the postmodern conditions we live in!
What do I mean by “water, water, everywhere, but not a drop to drink” as it applies to experts? My meaning is simple: The split in expertise means that experts are somehow all around us all the time, but none is to be trusted outright, unless of course there are other non-scientific reasons for doing so.
Consider the anti-vaccination controversy (or movement, though I shudder to call it a movement). Now, it is worth noting that this is nothing new – anti-vaxers have been around for nearly a century (as long as we’ve had vaccinations to be against, folks have been against them). While there is a lot of attention directed at the US these days – because of the thought link between vaccinations and autism (where “evidence doesn’t dispel doubts”) and the recent outbreak of measles at Disneyland – there have been similar international examples in recent history in Sweden, the Netherlands, England, Ireland, and so on. What is it that makes Jenny McCarthy expert enough for a documentary film about “The Vaccine War”?
My sense is that it is precisely the fissure between expertise in the name of science and other expertises in the employ of capital or politics that opens-up seemingly legitimate space to reroute a general sense of skepticism and then target it so that, on the one hand, we can make the calm, sober, and public claim that a climate scientist is biased on account of being an expert (i.e., those scientists can cook-up any data they want, or that they are in a staunch debate that will never be resolved showing that, in fact, they don’t “know” anything definitively anymore), and, on the other hand, we also make the calm, sober, and public claim that a terrorism expert is unbiased because all s/he wants it to protect the nation and “our way of life” (i.e., the terrorism expert is unbiased on principle account of being obviously biased toward his/her home country, a bias “I can get behind”). This compartmentalization of expetises in relation to how bias operates in public appears to be at play; a bold corruption of Mertonian norms.
Latour saves the earth once again, this time, at a workshop.
Since the 1980s Bruno Latour has attempted to supplant the prevailing image of science by proposing a pragmatic and anthropological perspective. According to Latour, scientific practices forge ‘objective’ and ‘accurate’ knowledge that speaks on behalf of the world. Latour has written extensively on climate change and ecological politics, and on the challenges posed by the figure of Gaia for thought and for scientific and political practice. However, he has made limited reference to the specifics of the work carried out by the Intergovernmental Panel on Climate Change (IPCC) and similar institutions involved in mobilising knowledge for environmental governance.
The IPCC is the leading international authority for the assessment of climate change. Formed in 1988 by the United Nations Environmental Programme (UNEP) and the World Meteorological Organization (WMO), the IPCC produces reports that assess and summarise scientific literature on the physical science of climate change, adaptation and mitigation.
The two-day workshop takes as its starting point the idea the Latour’s work can be used to explain and understand the workings of environmental governance, using the IPCC as a prime example.
It happened to me just a few months ago. I’d had the experience last year too; an engaged second year undergraduate had been the source of my discomfort some time ago. I am certain it happens in introductory classes on a recurrent basis at the start of each academic year. It probably happened to you at some point as well. “What do sociologists do?” A simple question. An honest question. The problem lies in the repertoire of possible responses to such an inquiry. On the spot and in the eager gaze of a hundred students, I relied on how I’d seen other profs approach this prickly question lately. The students let me speak of the supposed instrumental value of sociology, things like landing a job in government or at a not-for-profit. I highlighted transferable skills that they could put to use outside of academia like reading, writing and critical thinking. They leaned back and forth as I spoke of the importance of research, the link to policy, the virtue of knowledge, the importance of understanding root causes and historical ties between academia and activism. I may have overplayed my hand by the time I was interrupted. “But what do you do?” I had completely misunderstood the question. Collective pause. The emphasis was on doing. What sociologists do?
Lately there has been somewhat of a disjointed set of claims to be doing something: doing/undoing gender; doing/undoing race; doing/undoing ethics; doing/undoing culture; constructing/deconstructing; even one of STS’s ‘sacred cows’, Latour, has famously engaged in reassembling, a moniker for doing. What can all this doing do? Ventures of this kind, particularly when focused on categories of classification or taken-for-granted concepts, can be fruitful and (perhaps this is a page from the ‘social-sciences-as-reflexivity’ playbook) we ought to be engaged as reflexive researchers. But, as H.S. Becker reminds us: sometimes it’s a matter of context.
While departments are increasingly under measurement pressures imported from public administration and business models, the esteemed entrepreneur is said to be capable of harvesting external funding, albeit increasingly from non-traditional sources, to make-up for purloined research money. Alongside dwindling funding is a call to increase research outputs. Here, the traditional types of ‘products’- publications- are most praise worthy, while there exists a hardened reluctance from the administrative vantage point that alternative forms of dissemination, such as zines or social media, can have just as much, if not more, impact and readership. This atmosphere of doing more with less breeds a risk adverse culture towards inquiry where one is hesitant to spend the necessary amounts of time devoted to a single large project or undertake creative forms of research. So it isn’t all that surprising that there has been a rush to doing, a rush to claim importance through tangibles. However, more and more simply calling whatever it is doing isn’t enough. When some of us say we are doing, we are thinking, analyzing, debating, critiquing or challenging. Most often, rightly so. Harper’s comments on committing sociology point to this sensibility, I think.
What this culminates to, from where I sit, is that the university is being positioned as the de facto institution to train its members, its community and its students in how to be resilient. The aspired resilient subject accepts conditions of existence and internalizes strategies and tactics to navigate a given field. Rather than an impetus to change one’s environment, the resilient subject ideally copes and seeks-out contingency plans. The resilient subject is envisioned as capable of withstanding shocks and rebounding from catastrophe amidst uncertainty. The resilient subject is resourceful and instrumental in her perceived daily actions. It is this instrumentalist story that I was led to recite to a classroom of students. It is this focus on instrumentalism that Harper was recalling: don’t think too hard or ask intangible questions. Don’t be political. I remain unsure exactly what it means to commit sociology, but if I had to guess I’d say it’s something like a vocation, a commitment. That commitment is a political one. Maybe it needs to be recognized as such?
At a time when inter-disciplinary and multi-disciplinary research is becoming the norm, aligning one’s work with any one discipline seems outdated. However recent events in Canada have prompted me to re-consider identifying myself as a sociologist (in-training). On the one hand, the discipline has been put into question by veteran Canadian sociologists (see Curtis and Weir). Whatever side of the debate one takes, sociology’s public utility and institutional longevity have been cast into doubt. On the other hand, the Prime Minister of Canada is openly dismissive of sociology. In the wake of the Boston terror attacks, after one of his political opponents highlighted the need to consider the “root causes of terrorism,” the Prime Minister famously replied that now is not the time to “commit sociology”: terrorist attacks must always be dealt with immediately and only in the severest of terms by state authorities. More recently, Harper refused calls for a public inquiry into the thousands of missing and murdered aboriginal women in Canada, rejecting it is a “sociological phenomenon.” Given our leader’s indifference to sociology, the discipline’s uncertain future, and the general movement towards post-disciplinarity, this hardly seems like the time to dedicate oneself to entering the profession’s ranks.
But Harper’s off-the-cuff remark has, in a way, galvanized sociologists (and criminologists) who have come to the defense of the evidence-based policy-making approach that the Conservatives continue to ignore. And the resulting op-eds and blog posts have consistently made reference to the Conservative Government’s “War on Science.” Since Harper took office in 2006, federal funding for research departments (e.g., Environment Canada, Department of Fisheries and Oceans, Library and Archives Canada, Parks Canada) has been slashed, federal labs have been shut down, and government libraries have closed their doors. The national census even became an object of controversy because of changes made by the ruling government.
As the decision-making processes of the executive branch have become increasingly autonomous, Canada’s knowledge production infrastructure has crumbled and federal scientists have been muzzled. This prompted federal scientists and researchers, in the summer of 2012, to march on Parliament to stage a funeral mourning the “Death of Evidence”. Perhaps this war was begun as soon as Harper was elected. In 2006, the office of the National Science Advisor, previously reporting directly to the Prime Minister, was first moved to Industry Canada; the Science Advisor was never consulted by Prime Minister Harper. Then, at the Standing Committee on Industry, Science and Technology, conservative parliamentarians tried to tar and feather Dr. Arthur Carty over his office and travel expenses. Finally, the national science advisor was dismissed by Harper in 2008, and Canada remains the only G8 nation without one.
Now, it is not my intention to turn this space into a soap box for Canada’s scientific public; nor do I want to constitute some sort of “Harper effect” wherein the scientific apparatus has been manipulated by the sovereign towards clandestine, ideological ends. Rather it is intended as a passive aggressive “thank you” letter. Whatever Harper’s actual views of sociology, he has unknowingly gifted sociologists with an interesting and engaging problematic: instead of approaching sociology from a disciplinary/institutional perspective, we should approach it mainly as a practice that necessarily engages others and oneself. Given the ongoing “war” in the human-park that is Canada, I think it is indeed time to commit sociology, and, like others, am committed, now more than ever, to that label— thanks, both directly and indirectly, to the Prime Minister.
Do academic disciplines die? They are born, they are propagated, they are institutionalized. But can they disappear? While thinking about possible paths into a (hypothetical) Post-STS world, I tried to think of blueprints of such a path. There are some examples, yes, but none of them can really serve as a banner case: classic rhetorics, alchemy, classical (national) economy — sure we are post them, but what happened? Rhetorics? Still valued, but even in ancient Greece it has been a craft and a science and it seems that it today just embraces craft-i-ness. Alchemy? Well, yes, but that was, if you will, the lab work of natural philosophy and both lab and theory live on in modern chemistry and pharmacology. Classical (national) economy? Oh come on — that is not dead, it just serves as the dismissed precursor of neo-classical economy. So…do disciplines die? Well, we have talked about leftovers quite a lot and it seems part of the “dark side” of institutions is that it is hard to finally get rid of them.
That set aside: in a way I agree that the dream of STS has always been one of a world in which it is no longer necessary, but there are two versions of that dream. The first is mainly about the background of those who turned to STS: Wouldn´t it be great if sociology, philosophy, history and so on were more about science and technology? Isn´t STS sociology, philosophy or history how it should be? And would a world in which STS is no longer necessary not just a world in which the old disciplines finally noticed the importance of S&T for our contemporary world? The second is this: Wouldn´t it be fantastic if we could help technoscience to be so reflexive and aware of how they shape our world that no STS is necessary any more? And isn´t a Post-STS world just a world of upgraded technoscience? Both Post-STS worlds are incompatible as the success of the latter makes the former impossible: if technoscience does not need STS anymore, if sure does not need an upgraded sociology, philosophy or history of science or technology. But if technoscience still needs STS it would be counterproductive to disband the joint forced of our inter-discipline and talk different S&T related sociological, philosophical and historical lingo again, right?
Given these options, a Post-STS world would be one of failure, not of success. But on the other hand: given that the death of a discipline is a rather rare event, we can be pretty sure that STS will be around for a while. After all: look at Horizon 2020 (the current EU funding scheme) or similar statements of national funding agencies. The more they ask projects in particle physics or urban engineering to integrate ELSA (ethical, legal, social aspects), the more they strengthen the demand for sociologists, philosophers and historians who can help. In living the Post-STS dreams, it seems, we are strengthening an STS world.
In this thoughtful blog post on CASTAC,* Luis Felipe R. Murillo (pictured, who is or was a grad student in anthropology at UCLA) reflects on the 4S meeting in Buenos Aires (this August) with special attention on the relationship between (American) anthropology and (nationality not defined) STS.
Some relatively fresh ideas include the notion of “fault lines” as a way to characterize cross-disciplinary work:
This is where we operate as STS scholars: at intersecting research areas, bridging “fault lines” (as Traweek’s felicitous expression puts it), and doing anthropology with and not without anthropologists.
The blog post reviews two sessions, mainly just relaying what was discussed and who does that sort of research, but the common thread pulled through all this description is an earnest inquiry into how do we do the anthropology/STS relationship and how should we do the anthropology/STS relationship. The piece closes with a somewhat haunting quote:
As suggested by Michael Fortun, we are just collectively conjuring – with much more empiria than magic – a new beginning in the experimental tradition for world anthropologies of sciences and technologies.
The blog supporting that post also has some cool posts about pedagogy and other research issues worth peaking through.
*Committee on the Anthropology of Science, Technology, and Computing.
… Steve Wright. Check out this innovative ANT account of craft beer tasting, now on-line, free of charge. Investigation into the flavor profiling of craft beers as well as auto-ethnographic blind beer tasting and tasting exams, this paper — and by paper, I am referring to a 277 page thesis — is replete with outstanding detail.
Also, upon even modest reflection, the teaching potential of this document is striking.
My favorite part is the explanation of language-sensory experience:
The historical construction of the contemporary language of sensory assessment supports the construction of the style guides. Once assembled into an information infrastructure the style guide is extended to act in multiple different ways: its propositions are translated into testable facts with multiple choices, it functions as a technology of material ordering and coordination, as a regulatory technology placing limits on how taste judgements can and cannot be expressed or recorded, and as a re-enactment and materialisation of individual cognitivist models of assessment.
In this terrific article in New Literary History, Graham Harman draws-out some of Latour’s inconsistencies in his shift from old ANT days (i.e., the early Latour) to the more recent emphasis on “modes” (i.e., the late Latour) related to his culture-nature rejection-reficiation (played with a few of these idea a decade ago reviewing his book PoN).
A topic worth of discussion in its own right, I can see this being a solid introductory read for undergraduate students interested in how gender and science meet. A lot of the literature in that area centers of feminist technology, seeing the underlying sexism in scientific depictions (i.e., the sperm is active while the egg lays in waiting, and so on), and, of course, access to and participation in science and engineering broken-down by gender (sort of like a version of the Matthew Effect, only with women falling out of the pipeline to professional scientist/engineer, perhaps it should be called the Molly Effect or something like that).
At any rate, the piece covers a number of important issues such as power/gender dynamics while in the field, the issue of “sleeping arrangements” while conducting research at non-local venues, as well as the reality that when sexual harassment looms in university-based research activities the matters are often settled internally (rather than in a public forum).
These are matters worth of more public discuss, especially on college campuses, and, to my mind, the sooner the better (perhaps, even in high school)
Quote of the issue: “On 26 August 1975 … fifty scholars assembled … [to] declare themselves members incorporate in 4S” (August 26th is 4S’s birthday!) Aarnold Thackray and Daryl Chubin, 1977.
Issue in brief (PDF is here: 1977 Volume 2 Issue 3 Summer).
This newsletter contains information about the origins of the society. According to opening editorial, in connection with the Montreal Congress of the International Sociological Association (who knew?), the earliest foundations of the professional society were laid and an informal committee was established in 1974-75. On 26 August 1975, 50 members assembled in San Francisco to ratify a charter for 4S. Apparently, the 26th of August is 4S’s birthday!
Quote of the issue: “A new society resembles a new baby: all hope and weak sphincters,” (about the 4S professional society in 1977) Harold Orlans.
Issue in brief (PDF is here: 1977 Volume 2 Issue 2 Spring).
This newsletter (see the picture, as if it where signed by Trevor Pinch for us later on) is a nice historical piece. According to the council minutes, by January of 1977, 4S boasted 539 members (note to self: chart these). Council minutes also indicate that the professional society was still working hard to determine if a professional society journal partnership could be developed — candidates at the time were none other than the Social Studies of Science, Minerva, and Newsletter on Science, Technology & Human Values. I know that it is just part of training in STS, but we all develop early-on an appreciation for the question (roughly paraphrased here) “how did now-stable things get that way?” and (thank you chapter 7 of David Noble’s Forces of Production) “What roads were not taken?” … might be interesting, as a thought-experiment, to consider what STS might look like if the professional journal were Minerva rather than STHV …
David Robertson, a former Lego professor of innovation at Switzerland’s Institute for Management Development, says such criticisms are unfair. “If Lego was still marketing sets the way it used to, it’d be out of business.”
In his book Brick by Brick, he details the company’s fear in the late 90s that Lego would soon be obsolete. The patents were out of date and a new approach was needed. Instead, the company focused on stories, which in practice meant tie-ins like Star Wars and Harry Potter.
Issue in brief (PDF is here: 1976 Volume 1 Issue 4 Fall).
Given that a few pages are missing, this review is a bit limited. I wish I had a full copy — if anybody does, please write (firstname.lastname@example.org).
Arnold Thackray writes a short innocuous piece about the future of the burgeoning — purportedly, the society boasts 400+ members since its inception in a San Francisco meeting (anybody know anything about that particular founding meeting?) — society that reflections on the need for professional societies to attend to annual meetings and publication outlets for its members.
The first annual meeting program is in this issue too. The meeting was held in Ithaca, NY, at Cornell University. The meeting started November 4 (Thursday) with an invited panel on interdisciplinary in the social studies of science (including Jean-Jacque Salomon). After lunch, John Law give a talk “Anomie and Normal Science” (I’m not sure what project this relates to in his long publication history) and Karen Knorr gives a talk “Policy Makers’ use of social science knowledge: Symbolic or instrumental?”. The next session is about the structure of science where Nicholas Mullins and a big group from Indiana University present. On Friday morning the next session starts with Karen Knorr giving another presentation, this time about the organization of research units, along with Sal Restivo’s talk about Chinese social studies of science — interesting. After lunch, business meetings ensue, a cocktail hour at 6:00pm, and then during the banquet Nelson Polsby introduces Robert Merton’s presidential address. On Saturday morning (November 6, 1976) — I would really have loved to see this session, although I was not yet alive — “Problems in the Social Studies of Science” could be applied to the topics (and the participants), which includes Steve Woolgar’s (Brunel University) “Problems and Possibilities of the Sociological Analysis of Scientific Accounts,” Bruno Latour’s (The Salk Institute) “Including Citation Counting in the System of Actions of Scientific Papers,” and — another classic — H.M. Collins’ (University of Bath) “Upon the Replication of Scientific Findings: A Discussion Illuminated by the Experiences of Researchers into Paraphychology” (the research project that Ashmore later lambastes him for in The Reflexivity Thesis under … Steve Woolgar’s tutelage — perhaps Ashmore attended the session). After lunch we see another session by the same title with invited scholars — possibly from the ISA — from Bielefeld, Kiev, Hungary, and East Berlin).
Not a lot more of interest given that a few pages are missing — the missing pages include notes on the forthcoming meeting as well as an unnamed book review — but the list of just-completed dissertations is a fun tour of the past.
Issue in brief (PDF is here: 1976 Volume 1 Issue 3 Spring).
This is the earliest issue of the 4S newsletter we have and it contains the preliminary program for the first meeting (ever) of the Society for the Social Studies of Science. We learned that the first meeting was delayed. The first meeting, which was held at Cornell University (Ithaca, NY), was supposed to be in late October (29-31); however, because of funding (unclear precisely what the issue was other than lack of funding) the conference was delayed one week until November 4-6 (one week later, which is oddly unfriendly to international guests, although so is holding a meeting in Ithaca). Never heard of delaying a professional conferences, but, at the time, it was a very young organization with small enrollment so perhaps this sort of thing just happens. The first meeting was a joint meeting (4S, apparently, has always had a history of joint meetings); held conjointly with the Research Committee on the Sociology of Science of the International Sociology Association.
In the presidential address, by Robert K. Merton, we learn that the social studies of science had 300 members at the outset (which is possibly untrue, given details in the next paragraph). With eloquence common to Merton’s writing, he mentions something that I still find true today: that in STS, though we are drawn from numerous disciplinary backgrounds, we feel more at home with the rag-tag bunch at 4S than we do in our parent disciplines. It also reminds me that while interdisciplinary was big news in mid-70s, it no longer seems so subversive (although that is up for debate). Merton encourages members to “avoid the double parochialism of disciplinary and national boundaries” as part of its “originating efforts.”
In the preliminary program, we learn that 22 papers were to hosted at Cornell that year that would be selected by a committee of 5. The newsletters are also a resource for advertising other events, in this issue, the International Symposium for Quantitative Methods in the History of Science, PAREX (a symposium on the Role of Research Organizations in Orienting Scientific Activities hosted by Karen Knorr), and Sektion Wissenschaftsforshung.
There is also a ballot for council members and we see some familiar faces: Nicholas Mullins on the selection committee (who we see in the research notes) and Dorothy Nelkin for a two year stint. Also, in the council meeting notes, we learn that the professional organization was working with the now flagship journal Social Studies of Science for a reduced rate for members. Interesting to consider a time when our primary professional society was haggling with journals for better prices from printed materials.
The report on STS programs in the US is more preliminary than conclusive, but it does identify 175 STS programs in various forms even in ’76. The “Eclectic-STS” category is particularly interesting, and the programs are detailed in the issue.
The issue concludes with some recent publications, new job appointments (apparently, Paul Allison just landed his first job at Cornell that year),
Thanks to Trever Pinch, we now have 4S newsletters from 1976 until the present, mainly of them I thought were lost forever. There are a couple of gaps, and as that becomes obvious we will ask around to see if anybody has a few of the old copies.
Please share with anyone you think might have an interest; the series of posts should last nearly one year as I scan these old paper documents and read slowly digest them.
I will start to post these periodically as a series commenting on what is the issue, who is named, and then reflect on the field. Should be interesting (and, if we’re lucky, occasionally uncomfortable to see our old dirty laundry). Of special note, long-time scholars will recall that annual meeting programs were embedded in these old issues, so that will be exceptionally interesting — even if only for purposes of nostalgia — to see how 4S meetings changed in form, function, and content over the years.
I will add a tab to the blog’s front page for easy access to these pieces as well as for easy access to the PDFs of the old newsletters.
Cheers and thanks to Trever Pinch!
Latour is at it again! This time Latour is at the Anthropology Museum in Vancouver, British Columbia, taking over Canada.
Check him out here, it is excellent work.
Published on Oct 11, 2013
Dr. Philippe Descola was a Distinguished Visiting Professor at the Peter Wall Institute and Dr. Bruno Latour was the fall 2013 Wall Exchange lecturer, and on September 25, 2013 engaged in a discussion at the Museum of Anthropology in Vancouver about the concept of the “Anthropocene”.
Evidence that writing notes by hand on paper results in greater learning (as compared to taking notes by laptop keyboard). Check out “The Pen is Mightier Than the Keyboard” by Mueller and Oppenheimer in Psychological Science.
CLAIM: In effect, quickly typing copious lecture notes by computer fails to (at least in the experiment) generate the sorts of conceptualization techniques that promote learning (the way that slow handwriting requires students to think about what to selectively write).
Obviously, as any educator will tell you, based on his/her experience, this is an imperfect explanation. Seeing this, the authors also conducted a content analysis, which shows that students writing longhand have to summarize in their own words and draw on conceptual mapping to digest the information.
PROBLEMS: Interestingly, nothing about in-class discussion is mentioned and very little is said about on-line learning. I am reluctant to draw too many conclusions just yet about what this means for practice. There is a powerful irony when I hear a student say “its hard enough to just write this down let alone understand it” … as if notes were really designed for “learning later what you’re learning now.” The active classroom full of discussion — even if some or much of it distracts from the topic at hand — seems relevant. Also, on-line learning wherein notes are often ready-made for the bill-paying student seems like a relevant consideration too in this regard. Also, very little is said about writing assignments: I have been using a technique where students write their first draft totally by hand and then only type it up after I give comments; the quality is outstandingly better, in my experience (using this in a high-level social theory course where conceptualization in significantly important to success on writing assignments).
STUDY: Back to the original study: Evidence comes from experimental research. Mueller and Oppenheimer used the following set-up:
Half of the students were instructed to take notes with a laptop, and the other half were instructed to write the notes out by hand. As in other studies, students who used laptops took more notes. In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
Much of the argument is hinged on a sort-of-fair assumption that college students perceive having laptops in the classroom creates an advantage for the student; typing is faster than writing and this means that students are able to collect a more complete set of notes (as compared to handwriting notes). They write:
When it comes to college students, the belief that more is better may underlie their widely-held view that laptops in the classroom enhance their academic performance. Laptops do in fact allow students to do more, like engage in online activities and demonstrations, collaborate more easily on papers and projects, access information from the internet, and take more notes. Indeed, because students can type significantly faster than they can write, those who use laptops in the classroom tend to take more notes than those who write out their notes by hand. Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor.
Time to start telling student to ditch the laptop for the fountain pen? I did years ago.
What do you do with unfair or less than constructive criticism of your academic work? Let’s fix peer review!
We all know, some people are jerks, many academics among them, and that some folks use the anonymous system of peer-review in order to act however they like without the responsibility or accountability that goes with face-to-face or self-identifying criticism.
To me, this is just part of the job, or, at least, I tell myself that. However, while it is most certainly just part of the contemporary academic landscape, it still irks me — every time.
It is the worst when your realize that the reviewer simply does not “get” the point. Slightly less bad, but no less forgivable: the reviewer has not looked closely enough at your work, and, as they gloss over the details, you realize from their comments that their “this is unclear” or “this is inappropriate” is really just a sign that they have not read your previous commentary that explains it 8 or 9 lines ago.
Worse than all of this, however, is that editors rarely — at least, in my experience — take this into account when making a judgment on a paper. On rare occasions, a reviewer might be suppressed, but usually the editor just acts like some sort of conduit, relegating all responsibility in the process.
Has such an appeal to the unfairness of a reviewer worked for anybody?
Is this a sign of a deeper problem in higher education?
At any rate, what do you do with unfair criticism?
Here is the message, as a session convenor, from EASST leadership; please consider joining us on track D3 at EASST 2014 conference, Track Title: STS and “the state”.
NEW DEADLINE: FRIDAY, MAY 9TH, 2014
Here’s the message:
To all track convenors EASST2014 conference
After the close of call for abstracts last week we have reviewed the level of submissions. We feel that the publicising and timing of the EASST 2014 Conference deadline has led to difficulties for many members of our community in submitting abstracts by the agreed deadline. We are very appreciative of the efforts of those who did manage it. However we have decided to extend the deadline until Friday 9 May to ensure that all of those who wish to present at the conference have the opportunity to submit their abstract.
As a convenor we are asking you to help in encouraging more submissions for your track. We ask you to look at the current submissions … and identify any ‘missing’ individuals’ that you would have hoped to submit and then email them encouraging submission. The goal should be for each convenor to attract one extra abstract. This could deliver on average an extra 3 or 4 abstracts per track.
We hope it was also clear that any papers you wish to present yourselves should also have been submitted within the system.
For guidance about the overall programming, we propose 90 minutes sessions of 4 papers. 24 papers should be the normal maximum in any one track.
You may also wish to advertise this extended deadline through your networks.
Mother Jones piece announced net neutrality is officially dead. At the ripe old age of 45 years old, legislators have finally taken neutrality behind the proverbial barn.
I just got this in my e-mail, which is lame-o academic-spam-turned-publishing-hoax. Finally, after getting a number of these, I feel as though academics have finally “made it”; our success is spam-worthy! Custom spam, just for us.
Are you guys getting more and more academic spam too? Why target academics for this sort of thing? Either we are too dumb/desperate to publish in main-line journals(?), or, perhaps, we are finally a market worth getting some serious spam(!). I try to be positive about it; after all, what really comes of getting angry about this sort of thing (besides nothing)?
Now, we hear about journal hoaxes all the time. For example, the recent case of the recent cancer paper that was a joke or Sokal Affair. Some of these cases, for example, the Sokal Affair are, it seems, hard to forget, given that they helped to trigger the “science wars” in STS.
However, what about journal spam? Is anybody actively researching this topic and publishing about it in legitimate journals (there is a post-ironic feel to that sort of work).
A brief review of the literature in STS, and the answer is, apparently, no. So the answer to the question “Are you guys getting academic spam too?” is surely “yes, we are;” however, we do not appear to be studying it.
12 PhD Positions on Regional Power Studies
12 Early Stage Researcher (ESR) positions are available in the PRIMO Marie Curie Initial Training Network. PRIMO – Power and Region in a Multipolar Order – is a European Commission funded doctoral training network that involves universities in Germany, the UK, Turkey, China, India, Brazil, South Africa, Russia and Portugal, as well as non-academic institutional participants. It develops innovative research training in the field of International Relations, in particular with respect to the growing importance of Brazil, Russia, India, China, and South Africa in international politics and the global economy. The programme combines theoretical approaches, a rigorous mixed research methodology, practical training, and the acquisition of substantial empirical expertise on regional and emerging powers with career opportunities in academia or the private sector. We invite candidates to apply for the following PhD positions.
Project references and titles:
ESR 1: Climate governance in a multipolar world order
Host: University of Hamburg, Germany
ESR 2: Comparative analysis of the role of identity in Indian, Turkish and Russian foreign security policies
Host: Middle East Technical University, Ankara, Turkey
ESR 3: The BRICS and south-south development cooperation
Host: Pontifícia Universidade Católica de Rio de Janeiro, Brazil
ESR 4: Public–private relations and the promotion of global social standards
Host: Jaguar Land Rover / University of Oxford, UK
ESR 5: The consequences of limited material capacity for Brazil’s foreign policy
Host: Instituto de Ciências Sociais da Universidade de Lisboa, Portugal
ESR 6: Emerging powers in the IMF and the WTO: group hegemony, multilateral cooperation or Westphalian reassertion?
Host: Saint Petersburg State University, Russia
ESR 7: Regional powers and the changing character of global governance
Host: University of Oxford, UK
ESR 8: International organizations, the global poverty debate and the role of emerging powers
Host: Stellenbosch University, South Africa
ESR 9: China, the EU, and international crisis management
Host: Fudan University, Shanghai, China
ESR 10: Brazil and Africa: security cooperation within the South Atlantic
Host: Instituto de Ciências Sociais da Universidade de Lisboa, Portugal
ESR 11: American and European perceptions of the rise of regional powers
Host: German Institute for Global and Area Studies, Hamburg, Germany
ESR 12: Old powers’ reactions and responses to the rise of India
Host: Jawaharlal Nehru University, New Delhi, India
Candidates must be, at the time of recruitment by the host organisation, in the first four years (full-time equivalent) of their research careers and have not yet been awarded a doctoral degree. This is measured from the date when they obtained the degree which would formally entitle them to embark on a doctorate.
Eligible candidates may be of any nationality but must not, at the time of recruitment have resided or carried out their main activity (work, studies, etc) in the country of their host organisation for more than 12 months in the 3 last years immediately prior to the reference date. Short stays such as holidays and/or compulsory national service are not taken into account.
Candidates can apply for up to three positions (clearly indicate preference and/or ESR numbers).
Envisaged Job Starting Date
From 01/04/2014 till 01/10/2014
First deadline: 10/01/2014; second deadline: 15/06/2014
The overall aim of the conference is to take stock of and support the exchange on TA capacities throughout Europe. Following the successful meeting of researchers, TA practitioners, policy makers and civil society organizations at the 1st European TA Conference in Prague in March 2013 we look forward to continuing the fruitful discussions and networking at the 2nd European TA Conference in Berlin. The Conference is organized within the framework of the four-year FP7 project PACITA (“Parliaments and Civil Society in Technology Assessment”). Generally, the PACITA project and the Conference define “Technology Assessment” in a broad sense. TA comprises methods, practices and institutions for knowledge based policy making on issues involving science, technology and innovation, including TA-related fields such as Foresight, Science and Technology Studies (STS) and research on Ethical, Legal and Societal Aspects (ELSA) of science and technology.
We submitted and we’ll let you know if we get a spot (along with some invitations).
Here is our submission:
Session Title: The State as a Concept In Practice
If it is necessary to reflect upon concepts that support democratic problem solving and decision making, then no concept is more important or central to this aim than “the state.” Over the last decade, scholars in science and technology studies (STS) have developed an innovative and useful model for understanding the state. In particular, they show how the state is an academic concept — a theory, to be specific — that is used routinely in the everyday practices of contemporary Continue reading
Proofs are back for an upcoming book review of Bogost’s work; check it out here (some corrections may be made, but the review is pretty stabilized now).
We invite one-page proposals for an edited volume on “digitalSTS” that advance our understanding of digital objects, phenomena, processes, and methods in Science and Technology Studies. Proposals will be solicited and adjudicated in one of three categories: (1) Theory and Cases, (2) Methods, and (3) Making. To best tailor your proposed submission, we outline the three categories and their expectations below. For more information please see http://www.digitalsts.net or email the digitalSTS editorial team at digitalSTS@zoho.com.
Strong contributions will draw direct connections to topics, literatures, and inquiries of central importance to STS. They may also engage contributions from intersecting fields such as anthropology, communications, media studies, computer-supported cooperative work, and human-computer interaction. We encourage the broadest possible participation from individuals and groups working across Science and Technology Studies and its constitutive or intersecting domains.
In line with the principles and practices of the growing digitalSTS community, this Call for Proposals (and Things!) was generated by community members at the digitalSTS Workshop at 4S in October 2013. Submissions will be discussed and adjudicated in an open, online peer review format before the Editorial Team will select and solicit papers. We welcome all members of the STS community to participate in the process of reviewing proposals.
1. Theory and Cases (a.k.a. “The Handbook”): Submissions to the “Theory and Cases” section should explore or propose a significant or novel contribution to STS theory through an empirical case study focused on digital environments, objects, or practices. Through such studies, we aim tobuild a corpus of theory around the digital within STS, and also contribute to larger debates and established topics within the field (for example: social shaping, actor-networks, ontologies, expertise, feminist STS, science and technology policy, etc.).
2. Methods (a.k.a. “The Field-guide”): We seek submissions that address methods and methodologies for studies of the digital, broadly construed, as well as novel approaches that draw on the enabling capacities of digital approaches for investigations of STS topics. The digital presents many novel phenomena and also provokes a reexamination of existing objects of analysis for STS. The styles for submission are broad: we seek exemplary studies that demonstrate methods, or reflexive papers that explore high level methodologies and hands-on approaches.
3. Making (a.k.a. “The Scrapbook”): This section of the Handbook issues a “Call for Things” targeted at an audience of scholars, designers and makers as well as hybrid identities such as scholar/makers. The call is intended to bring together texts as well as visual materials (such as diagrams, images, prototypes, videos) that use design/making to engage with themes and theories about STS (such as power, materiality), design/making for STS (such as how visual materials and hands-on methods can be incorporated into STS) and design with STS (such as collaborations between scholars and makers).
* Note: We recognize that submissions may cross categories; these are provisional and it may be the case that the final handbook is organized otherwise.
Deadlines: Online Submission System will open in early April, 2014 Submissions Due May 15, 2014 Review period: May 16, 2014 – June 15, 2014
Sometimes you find out about these things on facebook!
At any rate, our session about STS, infrastructure, and the state is secured for EASST — please consider submitting an abstract.
STS and “the state”
For “Situating Solidarities,” let’s return to classic issues of science, technology and politics. Normative answer exist: of how science, technology and politics should be related. However, we have seen a rising interest on how the practices of governing and “the state” are interwoven with science and technology. We would like to see:
1. Empirical cases of “the state” as manifest in infrastructure and everyday life: Recent work on
infrastructural developments offers cases to reconsider theoretical approaches to understanding what the state is. “The state in everyday life” offers a perspective that gets at mundane experiences and routine activities that either bring us closer to the state or fend us off from it.
2. Empirical cases of “the state” as manifest materially in institutional arrangements: State formation has been a perennial question in state theory. However, as scholarship develops, the old theories of the state, which emphasize war-making and international treaties, have given way to new research on the practical aspects of state formation and transformation.
3. Where is the state and where is not the state? State absense/state presence: This topic emerged organically from the last 4S meeting in San Diego, and while it is new to us and is far more experimental than the above themes, we consider it of vast potential.
Chair: Jan-H. Passoth, Nicholas J. Rowland
March 15, 2014 is the deadline for graduate students papers for the Hacker-Mullins Student Paper Award, 2014. So if you know a grad student that published a decent paper in the last two or so years, nominate them … or, graduate students, nominate yourselves!
Hacker-Mullins Student Paper Award, 2014
The Science, Knowledge and Technology Section invites submissions for the 2014 Hacker-Mullins Graduate Student Paper Award. The winner will be honored at the ASA meetings in San Francisco (August 16-19, 2014) and will receive a plaque. The award also comes with a $350 prize. The deadline for submissions is March 15, 2014. Self-nominations are welcome. To be eligible, an author must be a student at the time of submission. Published and unpublished papers are accepted; if published, the article must have been published no earlier than 2012. This year’s committee members are Daniel Breslau (Chair), Erin Leahy, Dan Morrison, Elizabeth Sweeney, and Steven Epstein (ex officio). Please send the nominated paper and a brief nominating statement in one PDF document, via email, to Daniel Breslau at email@example.com.
Here are some past winners of the award published in SSS.
Long time blog readers, you may recall that Endre was a guest blogger for us doing a great, great series on Parliaments (6 parts in all, count them, one, two, three, four, five, and six!). Looking back, the six posts make a nice collection.
He will join us again for a blog post specifically about mattering press and perhaps tell us a little about a talk he recently did about open-access and samizdat.
As Endre told me:
The term ‘samizdat’, coined by the Russian poet Nikolai Glazkov in the early 1950s, means self-publishing and refers to both the various processes of producing texts unauthorised by the state, and the outcomes of those processes: mostly literary and political writings that could not have appeared in official periodicals.
Image from: http://pbs.twimg.com/media/BiIbVQSIYAAICQb.jpg
Girls, Blox, Bricks, and “Childhood Engineering”: We’ve written about the new craze for Goldiblox a bunch of times recently (here, here, and here), now that that young engineer from Stanford has formally “launched” the product. Legos appear to be joining the battle-cry … or they also might have started it (well, they seem to claim as much).
Here is some recent text I’ve been seeing all-over discussions about gender and, let’s say, “childhood engineering” (its a WYSK EXCLUSIVE — but seems to be difficult to load the stuff right now … not sure why). Here is the text, and above is the original picture:
“In 1981,” explains Giordano, “LEGOs were ‘Universal Building Sets’ and that’s exactly what they were…for boys and girls. Toys are supposed to foster creativity. But nowadays, it seems that a lot more toys already have messages built into them before a child even opens the pink or blue package. In 1981, LEGOs were simple and gender-neutral, and the creativity of the child produced the message. In 2014, it’s the reverse: the toy delivers a message to the child, and this message is weirdly about gender.”
Not sure if Legos has seized this little tid-bit trying to shut it down, and that explains why it is down, or perhaps the traffic to it is too high (though that seems unlikely, at best). Here is the piece, at least as I can see it from my facebook:
If you can find it, check out the commentary. You could save this and write a modest piece in STS or even have students analyze the responses in an activity about gender and engineering…
These are the proofs for a new paper/article that I’m working on. The piece is based-off of a few new books in political sociology, which I review, tie-together, and then admittedly and self-servingly I use them to suggest that a little STS would help matters out in political sociology. It is a bit academic in places, somewhat nit-picky, but I tried to keep the tone at least a little playful.